Giáo án Lesson 3

T says: “Let's play a drawing game! I will draw in the air. Guess what it is.” T draws a simple shape (a circle with a tail) and asks: “What's this?”

T draws a few more pictures in the air (a house, a fox, a tree) and calls on individual pupils to come to the front and draw in the air. T helps them with the words kite, fox, house, tree.

T asks: “Who can draw well?” and praises the pupils who answer fast.

T writes the words kite, fox, house, tree on the board and says: “Today we will learn how to ask if we can draw something.”

T shows the picture of a van on the screen and says: “Can you draw a van? Listen and look.” T plays the audio once.

T models the sentences. T points to the words draw, can, can't on the board and explains: “Can you draw?” means “Bạn có vẽ được không?”; “can't” = “cannot”. T says: “Yes, I can” and asks Ss to repeat chorally, then in groups of four, then individually. T corrects the sound of /kɑːnt/ and the long vowel in draw.

T asks: “Can you draw a van?” and calls on two or three pupils to answer with their own true answers.

T writes the pattern on the board: “Can you draw a …? – Yes, I can. / No, I can't.” and says: “Remember: answer with can or can't, not do or don't.”

T plays the audio of the dialogue twice. T asks: “What can Mai draw?” and “What can't Mai draw?”

T reads the dialogue as Mai and asks Ss to repeat as Tuan. Then T divides the class into pairs. Each pair reads the dialogue, then changes the objects (kite, fox, van).

T calls on three pairs to act out the dialogue in front of the class and gives feedback on pronunciation and intonation.

T summarises the key points: “Can you draw a …? – Yes, I can. / No, I can't. It's difficult!” and asks Ss to say the new words once more.

T hands out Worksheet 1 to each pair and explains the task: “Listen and choose A, B or C. Then decide True or False for the dialogue.”

T plays the audio for Exercise 1, pauses after each item and gives Ss time to choose. T then plays Exercise 2 and Exercise 7 in the same way. For Exercise 9, T plays the dialogue and Ss decide True/False.

T asks a few pairs to explain their choices, for example: “Why is A correct?”

T shows the answer key on the board and corrects the mistakes. T praises the pairs with all correct answers.

T plays the song and sings with actions. T says: “Listen and do the actions with me.”

T teaches the song line by line, then sings the whole song with the class. Then T divides the class into two halves: one half sings the questions, the other half sings the answers. T gives Worksheet 2 to pairs for the written exercises.

T asks each pair to read out one answer, for example Exercise 6 or Exercise 10.

T praises the class and reminds Ss: “Use can for ability, and answer with Yes, I can or No, I can't.”

T models the game with one pupil: T draws a kite and asks: “Can you draw a kite?” The pupil answers truthfully.

T gives each pair a small whiteboard and asks them to play the game. T walks around, helps pairs with difficult words and gives stars to pairs that use the pattern correctly.

T asks four pairs to show their drawings and say their questions and answers to the class.

T gives homework and says: “Ask your family: Can you draw a …? and write the answers in your notebook.”